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Well, it is time to extend full status to pre school as part of the official schooling of the States and hopefully the Federal Government. The local parents want this to be done.....most for personal reason such as baby sittting etc....but I want as an educator to see pre school become equal status with the regular school and paid as professionals.....Now is the time to address fully the whole child and pre school operated by the school districts which will help greatfully in the early screening process.
Take a good look at the State of Iowa...they are moving forward on pre school funding....
We are ready....now lets stop talking and implement.
Best,
Rob aka segarama:tourist:
May 2, 2007
I am recommending a very interesting book that I consider most OUTSTANDING FOR OUR TIMES:
THE 2007 Progress Report on BRAIN RESEARCH with Introduction by David C. Van Essen, Ph.D.
and NEUROETHIC AT AGE 5: Essay Steven E. Hyman, M.D.
ISSN: 1553-5398
Published by DANA PRESS
and An online version of the Progress Report on Brain Research is available at
http://www.dana.org.
If you are truly interested in the brain and current research, this is a very good read.
Be well,
Rob aka segarama :yes:
when it comes to learning I was always taught the fundamentals of early screening and early intervention.
May 19, 2007
As my wife and I plan to leave Paris after spending a great time [for about nine days]; we can now add to the thread on educators must be experts in teaching learning by fully learning the Parisan method of experiential learning. They are truly very good at this. I come from the same experiential mode of learning that I have always espoused. We must interact with our environment...learning a second language is a good example...and meeting and discussing interesting issues of the day with learning specialist in France was more than I expected. To know that the head of OECD, the Secretary General Angel Gurria' desire to learn is most contagious. He is very affable and took time to make sure that his message was understood. Privately, he was the same person...gentle, affable and desirous to help mankind. He will do well in his post as Secretary General of the OECD. He does care.....and he wants us to care also....
He is open to new ideas and innovations. He is eager for constructive discussion....
John West the key man and coordinator of the OECD Forum 2007 is the CEO who manifests tremendous leadership.
I will be returning to the OECD Forums again, but most likely in business and areas similar to the one attended on the 13th and 14th.
Be well,
Rob aka segarama
June 5, 2007
Degeneration of the brain has in the past been sort of a death sentence. In Parkinson's disease, the neurologist has training to wait until the clinical signs of parkinsons shows up....and this is during a twenty minute visit in his/her office. Actually what is happening if you do have a clinical dx of parkinsons it means that approximately 70% of our dopaminergic neurons have died in the pars compacta of the substantia nigra. NOW THAT SUCKS.....
In reference to paragraph one, it sucks because no one (patient) should wait until your dopaminergic neurons die in the brain inorder for the neurologist to tell you that you have this disease. The new way of thinking has become a contemporary paradigm shift. Now, we want to know if neurons are dying even if we cannot fully or maybe even partially neuro protect them....at least the goal is worthly. Once a person, scientist or neurologist has a goal and objective other than wait and see...then things do happen.
Things that can happen with early dx of neurodegenerative diseases:
l. Focus changes....we now work on neuroprotection...that is happening right now around the globe...due to the change in paradigm.
2. Blood tests are now being spoken by scientists as possible in the dx of these neurodegenerative diseases. This was unheard of two years ago...I believe this will occur very soon.
3. PET scans images can already determine to a great extent the strength/weaknesses of dopaminergic neurons in the pars compacta of the substantia nigra. In other words...neurologist have been telling their patients that we can dx you for parkinsons or other neurodegenerative diseases but the cost is prohibitive and what if we did know....what could we do about it...there is no neuroprotection.....WHAT A BUNCH OF CRAP....Anyone knows that you do not invent or discover something if you do not have a positive attitude and use the technology that can tell you something that would alter those goals and objectives.
I will tell you first hand that the work of neuroscientists and educators cannot work unless the neuroscientists and educators quit playing god. We know very little, but what we do know is that a solid goal and a solid objective based on a tenable goal is very important. My example for many years to come, is when I was told by people who should know in February 2006 that Glial cells have no particular value in the brain other than to support the neurons.....This was wrong and I knew it...but could do nothing about letting the others know what I knew....Well, let me tell you that glial cells are much more than supporting cells to neurons....they are most likely going to be the answer to the cure of another neurodegenerative disease called MS.....Power in the hands of fools really is sickening.....
4. Neuro imaging neurologists are looking at signs of neurodegeneration as early as preschool....they feel that the imaging process will change the outlook of our scientific demeanor and get us moving in the right direction of a cure or neuroprotection.
Summary....You cannot cure a disease or solve a big problem if you just sit on you duff and read the texts that are out-dated the moment they are published....how many neurologist belong to the Movement Disorder Society and listen to the pod casts that stimulate new thinking of the best scientists in the world...not many my friends......the pod casts from Kyoto, Japan were on the internet for about a year now...and I bet that most educators and scientists from the best of universities and insitutions have not taken the time to listen to then....education has already changed and we don't even know it...it is passing us by...we hold on to the past of reading old texts to help us feel comfortable in our ignorance. Get with it people!!!!!!!!!!
Be well,
Rob
Children do what you do and not what you say. If parent is smoking a cigarette and lectures the child on the hazards of smoking, many children will take up smoking to be like their parent. Sometimes simple things like doing online research with the child, to show the world of learning, and to show them some of your own joy in discovery, is what is going to stick. If a parents tells the child to read, but doesn't himself, many children will do what they do and not what they say.
Even as adults, if you have a boss who is active, in a positve way, willing to do the even the crap jobs, this makes you feel better about doing the crap jobs. If they remain above it all and only bark orders, you do it only because you have to do it, not because you want to. If given a choice, you may decide to do as they do. The best motivators are not afraid to get in the trenches and get their hands dirty.
August 4, 2007
I completed reading the book/text last week entitled
Understanding the Brain: The Birth of a Learning Science
The book/text is excellent; the process of the neuroscientists collaboration with the educational practitioners was indeed an eye opener for some. It was really not an eye opener for me, but yet a call for politics from both groups. Strong arguments on subject matter were broached by both groups, yet I would be remiss if I did not bring up the matter [again] of glial cells and their importance. They were generally left out of the book...but did have a definition in the glossary...Quote: Glia/glial cells.
Specialised cells that nourish and support neurons. Close Quote. Their true value as a brain cell was left out of the book because of a genuine lack of knowledge and essentially no supporting research. The subject was basically closed the moment I broached the subject of Glial cells.
Since then I have written on this forum and discussed this question with scientists from many countries.
I will again tell you that Glial Cells were the only topic in a week long conference held at the...Cold Springs Harbor Laboratories subsequent to the OECD Conference in Denmark on February 22, 2006. Scientists from all over the world who recognized the potential importance of the glial cell to health were in attendance. If those who spoke in a perjorative tone on February 22, 2006 were in any way concerned about learning more from expert scientists, they should have attended the high powered conference.
Israel sent a strong group of scientists the same day as Lebanon was to be invaded. This is commitment.
Today I received an e-mail from Israel from a scientist friend from the Cold Springs Harbor Glial Conference and he told me of the new text just written on glial cells by Arthur Butts..........
URL:
http://www.amazon.com/Glial-Neurobiology...237&sr=1-2
Glial cells are seriously being considered as a possible link to some neurodegenerative diseases eg. MS....
Be well,
Rob Harriman, Ed.D.
[quote=segarama]If we are educators, you would think that we must be the experts in learning and indeed we must...The emphasis on question 2, is indeed metacognitive.
Have not been here for a while an interested how discussions here are developing!
Yes - I agree that metacognition should be given much more emphasis in education.
I've also been reading some of the reports on the OECD website from the 'Brain Research and Learning Sciences' Fora: in which Dahaene argues 'reading and arithmetic are very recent cultural inventions, so that the architecture of our brains has not had time to adapt to their specific constrains' (p.5).
Unfortunately the OECD paper sub-titled 'Literacy and Numeracy Networks Meeting', 3 March, 2004, that I accessed yesterday online now comes up with a message 'link broken' so I'm unable to put the link here.
However I've found a link to a paper by Dahaene concerning the brain, reading and arithmentic:
http://www.unicog.org/publications/Dehae...n2004b.pdf, in which Dahaene argues:
'A first possibility is that, relative to other animals, the human brain has evolved new specialized processors, each providing access to a new cognitive function. For instance, our species may have evolved some special brain mechanisms for recursion that would give us access to the domain of syntax (Hauser, Chomsky, & Fitch, 2002). However, such a possibility is excluded for recent cultural acquisitions such as reading or arithmetic. Those activities are far too recent to have exerted any evolutionary pressure on brain evolution. Reading, for instance, was invented only 5400 years ago,
and symbolic arithmetic is even more recent: the Arabic notation and most of its associated algorithms were not available even a thousand year ago. Thus, it is logically impossible that there exist dedicated brain mechanisms evolved for reading or symbolic arithmetic.' (
my italics here )
However, regarding 'symbolic arithmetic' I'd suggest that since early humans used a range of symbolic tools which pre-date arithmetic, that there is a long history of representing and understanding meanings through such 'tools'. This is an area that Vygotsky particularly emphasised in early childhood.
It would be useful if OECD could explore the Vygotskiian perspective on symbolic (cultural-histoical) tools and socio-cultural influences on children's learning and the relationship to the brain.
OECD has examined the socio-cultural influences on learning and the brain in its recent publication: "Understanding the brain: the birth of a new learning science" [
http://www.oecd.org/document/60/0,3343,e...1,00.html] and will be exploring these more deeply in further projects.
I am very impressed with the Edward Zigler Center, Yale University Child Study Center. I quote: "The Zigler Center's over-arching mission is to improve the well-being of children and families by bringing objective child development research in the policy and public arenas". I am very impressed with the Mission Statement especially since it immediately addresses the core of many public concerns that being the "research in the policy and public arenas" There are still many many major universities and organizations who eschew the topic of public policy...and this is a big error in my opinion.
The Objectives of the Yale Center
l. To produce rigorous, objective and timely research and policy analyses that address pressing child and family social policy questions;
2. To Actively disseminate knowledge through channels of scholarship (e.g., books, journals, conferences), popular media (e.g., print, radio and television news, op-eds), and direct work with legislative and executive branch government;
3. To train future generativons of professionals who work at the intersection of child development research and policy formation.
What is really neat about this program is that this is not "Let's play pretend",
the School of the 21st Century, Yale University puts their words to use in their school-based, school-linked child care and family support programs.
Yales School of the 21st Century is being replicated and conjoined in many many schools throughout the United States.
I applaud Yale University for integrating the social policy immediately. This is up front and very professional.
Retrieved from the internet: 12-24-07
http://www.yale.edu/21C/
Emphasis on education of the preschoolers and child care children will become increasingly more important as we evolve as a society. Preparation for this important preschool and child care education must begin NOW, with multiple interventions including diseases and disorders as part of the program. Who is better equipped to observe a child's behavior for such a long period of time during the day? Of course the parent is the first line of defense and THE parent. Parents and school personnel (preschool and child care) will become highly interdependent as well they should. The word 'intervention' will become much more important.
Most Sincerely,
Rob Harriman, Ed.D., aka Segarama,
http://www.segarama.com
How is a great educator determined? What authority determines a great educator? Well, first of all a great educator is best determined by the parents and the student and there is no real authority that determines a great teacher other than the formal structure of a learning institution i.e. college, university, high school, middle school and elementary school...and don't forget preschool.
Does a great educator,rise like cream to the top of the bottle....yes, and it becomes obvious.....to all....or almost all. Can the greatest teacher/educator in the world have a classroom next to the worst teacher in the world and the worst teacher be paid substantially more money than the best. Of course that can and does happen. Does this sound like a good system to you? It does show the profound weakness of the educational leadership and the law makers in charge.
Think about it?
Be well,
Rob, segarama
When one decides to take the step to go into teaching; somewhere in his/her twenties, thirties, forties, etc., the decision can be based on a multitude of reasons or priorities. Yet, we very rarely discuss or address when an individual retires from teaching. That retired person can tell you a great deal about the profoundness of helping one to learn; the thrill of seeing the "light bulb" go on... so to speak. A teacher is left with some of the finest memories that anyone can hope to obtain in any profession.
Now suppose you are just entering the field of teaching and have the fond memories of a retired person. Just think, of what you could create environmentally for the students and what real kindness and support means. A mature educator can realize this...a resolute educator can teach with love and respect knowing that the greatest "gift" the student will receive from the teacher is the teacher herself.
Think about it.
Best,
Rob aka segarama
I have not found the area of the brain that contributes to 'pride in ones work or pride in ones self.' But as far as I am concerned this is the one of the most important aspects of learning and application of what one has learned.
Be well,
Rob:yes:
Our knowledge of addiction must be profound if we are going to teach about it correctly. We have found that many teacher do a cursory review of addiction and then teach the subject.....It must be indepth if we are to be true to our students and ourselves. Retrieved 2-13-08 URL:
http://learn.genetics.utah.edu/units/add.../index.cfm, URL:
http://www.hbo.com/addiction/, URL:
http://www.hbo.com/addiction/, URL:
http://www.well.com/~woa/, URL:
http://www.helpguide.org/mental/drug_sub...atment.htm; URL:
http://www.nida.nih.gov/PODAT/PODATindex.html; URL
http://www.mayoclinic.com/health/drug-ad...DSECTION=2; URL:
http://www.atforum.com/; URL:
http://www.americanheart.org/presenter.j...ifier=4753; URL:
http://teens.drugabuse.gov/facts/facts_brain1.asp; URL:
http://teens.drugabuse.gov/drnida/drnida_brain1.asp; URL:
http://alcoholism.about.com/od/sa/a/blnida041129.htm; URL:
http://www.nida.nih.gov/NIDA_Notes/NNVol11N4/Brain.html
The brain controls addiction,you don't, unless you never begin substance abuse...read how the brain controls addition... Retrieved 2-13-08; URL:
http://thebrain.mcgill.ca/flash/i/i_03/i...r_par.html; URL:
http://whyfiles.org/024nicotine/italy.html, URL:
http://www.nytimes.com/2007/01/26/science/26brain.html, URL:
http://news.bbc.co.uk/1/hi/health/6298557.stm, URL:
http://news.softpedia.com/news/Brain-039...2028.shtml
URL:
http://www.livescience.com/healthday/601297.html
Be well,
Rob aka segarama:yes:
Harvard University....
Retrieved Usable Knowledge - retrieved from the internet April 30, 2008. URL:
http://www.gse.harvard.edu/news_events/e...08/05.html
To narrow the gap between research and practice in education, Professor Kurt Fischer is leading an effort to build schools that join the work of researchers and practitioners.
You will be able to see a very good video of Professor Kurt Fischer. The article was written by Christina Hinton, HGE Doctorate Student and Consultant with OECD. URL:
http://www.uknow.gse.harvard.edu/decisio...8-408.html
Best,
Rob aka segarama
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Taken from the Site News
VERY VERY VITAL :tourist:
I SHALL WRITE MY OBSERVATIONS IN CAPITALS
National Mathematics Advisory Panel Findings
--------------------------------------------------------------------------------
U.S. Secretary of Education Margaret Spellings today announced the release of the final report of the National Mathematics Advisory Panel. Created in April 2006 by President George W. Bush, the historic panel worked for more than two years reviewing the best available scientific evidence to advance the teaching and learning of mathematics. The final report and its findings were passed unanimously at the panel's meeting today at Longfellow Middle School in Falls Church, Va.
"This report represents the first comprehensive analysis of math education to be based on sound science," said Secretary Spellings. "The National Math Advisory Panel's findings and recommendations make very clear what must be done to help our children succeed in math. We must teach number and math concepts early, we must help students believe they can improve their math skills and we must ensure they fully comprehend algebra concepts by the time they graduate from high school. The Panel's extensive work will benefit generations of American students."
The experts on the National Mathematics Advisory Panel represent over six centuries of experience in their respective fields. They have received testimony from more than 200 individuals and nearly 150 organizations, and reviewed more than 16,000 research studies.
The report respects the role of teachers as those in the best position to determine how to teach a given concept or skill. Instead of defining methods for teaching, the report offers a timeline of when students must master critical topics. The panel determined that students need to develop rapid recall of arithmetic facts in the early grades, going on to master fractions in middle school. Having built this strong foundation, the panel stated students would then be ready for rigorous algebra courses in high school or earlier. Noting changing demographics and rising economic demands, Secretary Spellings stressed the significance of the panel's findings on algebra.
"The panel's research showed that if students do well in algebra, then they are more likely to succeed in college and be ready for better career opportunities in the global economy of the 21st century," said Secretary Spellings.
IT IS VITAL TO CONSIDER THIS
WHY ?
ALL MATHS IS A THINKING EXERCISE
BUT ALGEBRA MORE SO
"We must increase access to algebra and other rigorous coursework if we hope to close the achievement gap between poor and minority students and their peers."
FOR THIRTEEN YEARS I HAVE KNOWN THIS AND PREACHED IT
The panel also found that the earlier children learn math, the better their chances of success.
SUPRISE SUPRISE MARIA MONISSORRI NEW THIS ONE HUNDRED YEARS AGO
"Just as with reading, the math knowledge children bring to school at an early age is linked with their performance in later grades,"
WHAT THIS MEANS AND ALWAYS HAS MEANT IS THAT EARLY STATE SCHOOL TEACHING IS CRAP
said Secretary Spellings. "I hope parents will seize upon this finding and, just as we encourage with reading, they also spend time with their children working on numbers and core mathematics concepts."
YES YES YES SERETARY SPELLINGS !!! BUT YOU ARE MISSING THE POINT WHY? IT IS ALWAYS EASIER TO SHOW PEOPLE WHAT YOU KNOW BUT IF YOU HAVE NOT BEEN SHOWN ANYTHING PROPERLY THAT IS WHY WE CONINUALY MISS THE POINT
* * * * * * * * * * http://www.abacusandalphabet.com/abacus.htm
THE ENGLISH SPEAKING WORLD STOPPED USING THE ABACUS 500 YEARS AGO
SIMPLY BECAUSE ARIBIC/INDIAN NUMERALS WERE MUCH EASIER TO USE
FOR A SCHOLAR AND OUR LANGUAGE IS THE MOST MODERN IN THE WORLD
Adds Secretary Spellings, "It is vital that as our children continue to learn new mathematics concepts, we encourage them to believe that working harder in math will lead to achieving better results. Studies have shown that it is effort, and not just inherent talent,
YES YES YES YES YES YES EVERY CHILD CAN BECOME NUMBER PERFECT
BETWEEN 4 AND 6 YEARS OF AGE WITH AN ABACUS
ALSO EVERY CHILD THAT IS PERFECT IN UNDERSTANDING ALL ARITHMETIC PRINCIPALS CAN READ EARLY AND PERFECTLY AS WELL
that makes the critical difference between success and failure. When it comes to math, it seems hard science says it is truly worth the effort!"
WOULD SOMEONE LIKE TO POST THIS TO SECRETARY SPELLING AND EVERY POLITICIAN ON EARTH
The Secretary will convene a national summit based on the recommendation of the National Mathematics Advisory Panel.
JUST DO THIS SEC ---------- :pcprob: ---------- :pcprob: --------:pcprob:
For more information on the National Mathematics Advisory Panel and its findings, please visit http://www.ed.gov/MathPanel.[/SIZE]
Harvard's Graduate School of Education has a whole master's program called "Mind, Brain, and Education" where Howard Gardner, Kurt Fischer, and other faculty team teach a core course called 'Cognitive Development, Education, and the Brain.' There is also a new journal that came out this year, called Mind, Brain, and Education. There is good information on the MBE program website of the Ed School and also at Harvard's university-wide 'Mind, Brain, and Behavior' initiative.
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#246 20-05-2008, 07:14 PM
Skerride
Junior Member Join Date: May 2008
Location: USA
Posts: 1
Harvard's Graduate School of Education has a whole master's program called "Mind, Brain, and Education" where Howard Gardner, Kurt Fischer, and other faculty team teach a core course called 'Cognitive Development, Education, and the Brain.' There is also a new journal that came out this year, called Mind, Brain, and Education. There is good information on the MBE program website of the Ed School and also at Harvard's university-wide 'Mind, Brain, and Behavior' initiative.
LET ME BE ONE OF THE FIRST TO WELCOME YOU HERE Skerride
Just as soon as i have absorbed everthing i can from this
THE BEST RESEARCH AND DELIVERY OF IT IN THIRTEEN YEARS OF TOIL
http://www.youtube.com/watch?v=Fcb8nT0QC6o
when i found it yesterday it had 1213 or so vewings i will not be happy untill it has over one million which will not be long
i hope
SO JUST LETS KNOCK IT IN ---- :pcprob: ---- :pcprob:------:pcprob: -:anyone: [/SIZE]
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******************* 
ickly: *****************
THIS IS WHERE EDUCATION IS YES IT IS CLEARLY SICK
_________________ "making minds"
is a book written by Paul Kelley a succesful American British
comprehensive School Headmaster.
Paul Kelley clearly says whats wrong with education - and what should we do about it.
Published by Routledge 2008
IN 178 pages i have no disagreement with him.
Every teacher needs to read it, as does every parent. It is clear and to the point, a summary of where we are in historical progress between research and practise.
IN THE STONE AGE
SO LET US CONTINUE TO KNOCK IT IN
**********:pcprob: ***********:pcprob: *************:pcprob: [/SIZE]
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